Evalguide - Zielfindung

In formulating goals, you can refer to the 5-point checklist, to information about the goal hierarchies, to logic models and to the „smart“ principles. Further ideas for the formulation of teaching/learning goals can be found in a list developed by the National Science Foundation in America as part of the project called "Engineering Education: Assessment Methodologies and Curriculum Innovation":

Formulating teaching and learning goals: EC 2000 Outcome Attributes

For the levels of knowledge, comprehension, application, analysis, synthesis and evaluation (Bloom et al., 1956) different action verbs are suggested for use when defining teaching and learning goals. The following table shows examples of some of these terms:

Bloom's Taxonomy	Action Verbs (examples)
Knowledge: Remembering previously learned information	Define, repeat, identify
Comprehension: Understanding the meaning of the contents	Classify, distinguish, give example(s)
Application: Applying knowledge to problem solving	Change, predict, compute
Analysis: Structuring information and understanding how the parts relate	Categorise, compare, infer
Synthesis: Rearranging components of information into a whole	Combine, design, develop
Evaluation: Being able to make judgments	Appraise, argue, interpret

These terms are also related to eleven different learning goals. Some of these learning goals relate specifically to engineering (such as ability to apply knowledge of mathematics, science, and engineering, ability to identify, formulate, and solve engineering problems), others are interdisciplinary (e.g. ability to function in multi-disciplinary teams or understanding of professional and ethical responsibility).

An online version of the list (broken down into the eleven learning goals) can be found at: http://www.engrng.pitt.edu/~ec2000/ec2000_attributes.html.
The whole list and the IEEE paper "Defining the Outcomes: A Framework for EC-2000" containing the background information can be downloaded from the link above.